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BHRAMARABAR U P M E S BOLGARH


Schools world Rating: 0.8/5
Area : KADUAPADA, BOLGARH
District : KHORDHA
State : ORISSA
Pincode : 752064
Established in Year : 1990
Management : Pvt. Aided
Coeducation: Co-Educational
Medium of Instruction: Oriya
Total no of students: 66

School Category : Upper P. only
Residential: No , Not Applicable
No of Teachers: 2
No of non teaching staff: 0
No of class rooms: 2
No of non-class rooms: 0
No of black boards: 2
Library: No , No of books: 300
No of computers: 0
Student Teacher Ratio: 33
Student Classroom Ratio: 33
Pass Percentage: 94
Percentage of students who scored first class: 11.76

Description:

The school BHRAMARABAR U P M E S is located in the area KADUAPADA of BOLGARH. BHRAMARABAR U P M E S is in the KHORDHA district of ORISSA state. pincode is 752064. BHRAMARABAR U P M E S BOLGARH was establised in the year 1990. The management of BHRAMARABAR U P M E S is Pvt. Aided.

BHRAMARABAR U P M E S is a Upper P. only school. The coeducation status of BHRAMARABAR U P M E S is Co-Educational. The residential status of BHRAMARABAR U P M E S is No. and the residential type of BHRAMARABAR U P M E S is Not Applicable. The total number of students in BHRAMARABAR U P M E S BOLGARH is 66. The total number of teachers in BHRAMARABAR U P M E S BOLGARH is 2. The total number of non teaching staff in BHRAMARABAR U P M E S is 0. The medium of instruction in BHRAMARABAR U P M E S is Oriya.

The total number of class rooms in BHRAMARABAR U P M E S is 2. The total number of other rooms in BHRAMARABAR U P M E S is 0. The total number of black boards in BHRAMARABAR U P M E S is 2. The total number of books in the library of BHRAMARABAR U P M E S is 300. The total number of computers in BHRAMARABAR U P M E S BOLGARH is 0. The student teacher ratio of BHRAMARABAR U P M E S BOLGARH is 33.00000. The student classroom ratio of BHRAMARABAR U P M E S is 33.00000. The pass percentage of BHRAMARABAR U P M E S is 94.00000. The percentage of students who scored first class in BHRAMARABAR U P M E S is 11.76000.





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